All About the Number 1!
Materials Needed
- Number card or paper with a large 1
- Five small toys, blocks, or stuffed animals
- Paper and crayons
- Play dough or clay
- One small snack, such as a cracker or piece of fruit
- Optional: music for a movement activity
Learning Objectives
By the end of the lesson, the child will be able to:
- Recognize the number 1.
- Say the number word “one.”
- Count one object.
- Make or trace the numeral 1.
- Find examples of “one” in everyday life.
Success Criteria
Success looks like this:
- “I can point to the number 1.”
- “I can show one object.”
- “I can say one.”
- “I can try to write or make a 1.”
Introduction: The Number 1 Surprise
Say: “Today we are going to learn about a very special number. It means just one!”
Hide one toy behind your back. Ask:
- “How many toys do I have?”
- “Do I have one toy or many toys?”
Reveal the toy and cheer: “One! We have one toy!”
Tell the child: “Today we will learn to find, say, count, and make the number 1.”
Body of the Lesson
I Do: Meet the Number 1
Show the number card with 1.
Say: “This is the number 1. We say, ‘one.’ One means just one thing.”
Point to one toy and say slowly:
“One toy.”
Model counting:
- Touch the toy.
- Say, “One.”
- Stop counting.
Quick check: Ask, “Can you point to the number 1?”
We Do: Find One
Place one toy in front of the child. Place two or three other objects farther away.
Ask the child to choose one object.
Say: “Please give me one block.”
Celebrate the child’s attempt and repeat: “You gave me one block!”
Try these activities together:
- Clap one time.
- Stomp one time.
- Hop one time.
- Touch one body part, such as one nose.
- Hold up one finger.
Think and talk: Ask, “What is one thing you see in this room?” Accept answers such as “one table,” “one window,” or “one lamp.”
Hands-On Activity: One or More?
Make two groups of objects: one group with one object and another group with several objects.
Ask:
- “Which group has one?”
- “Which group has more than one?”
Let the child move the objects into the correct groups.
Transition: “We found one. Now let’s make the number 1!”
We Do: Make the Number 1
Use play dough to make a long, straight shape like the numeral 1.
Model the shape while saying:
“Start at the top. Go down. This is 1.”
Invite the child to:
- Build a 1 with play dough.
- Trace a large 1 with a finger.
- Draw a 1 in the air.
- Make a 1 with a block or craft stick.
You Do: Number 1 Hunt
Invite the child to look around the home and find things that come in ones.
Possible examples include:
- One front door
- One refrigerator
- One nose
- One sun in a drawing
- One favorite stuffed animal
Give the child a choice:
- Find one object in the kitchen.
- Find one object in the bedroom.
- Find one object outside.
Creative Activity: Decorate the Number 1
Draw or print a large numeral 1. Invite the child to decorate it with crayons, stickers, fingerprints, or small pieces of paper.
While the child works, ask:
- “What number are you decorating?”
- “Can you show me one sticker?”
- “Can you make one big dot?”
Real-World Practice: One Snack
Give the child one snack.
Say: “You have one snack. Let’s count it: one.”
Ask the child to place the snack beside the number card showing 1.
If appropriate, enjoy the snack together and say, “One snack for you!”
Formative Assessment: Quick Checks
During the lesson, check whether the child can:
- Point to the number 1 when given two or three number choices.
- Give you one object.
- Hold up one finger.
- Say “one” or repeat the word.
- Attempt to draw, trace, or build a 1.
Summative Assessment: Show What You Know
Place the number cards 1, 2, and 3 in front of the child. Ask the child to complete the following:
- Point to the number 1.
- Give you one toy.
- Show one finger.
- Say “one.”
- Make or trace a 1.
Celebrate effort. The child does not need to complete every task perfectly.
Differentiation and Support
- For extra support: Use only one object and the number 1. Guide the child’s hand while counting and tracing.
- For movement learners: Use one hop, one clap, and one stomp for each practice round.
- For visual learners: Pair the numeral 1 with one large picture or object.
- For language support: Repeat “one” clearly and use gestures, such as holding up one finger.
- For an extra challenge: Ask the child to find the number 1 in a book, on a calendar, or on a toy.
Conclusion: Tell What We Learned
Review the number card and ask:
- “What number is this?”
- “How many is one?”
- “Can you show me one finger?”
- “Can you find one thing near you?”
Recap together: “Today we learned that 1 means one. We found one object, counted one object, and made the number 1.”
End with a cheerful chant:
“One, one, everyone! One is fun!”